一个代表数字1-50的明亮数字图。
一个代表数字1-50的明亮数字图。
写入0到20。代表具有书面数字0-20的许多对象(0表示无对象的计数)。
了解数量和数量之间的关系;将计数连接到基数。
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
理解最后一个数字名称说明了计算的对象数量。物体的数量是相同的,无论其排列或计算的顺序如何。
了解每个连续的数字名称是指更大的数量。
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
比较以书面数字表示的1到10之间的两个数字。
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
将小于或等于10的数字以多种方式(例如,使用对象或图形)的多种方式分解成对,并通过图形或方程记录每个分解(例如5 = 2 + 3和5 = 4 + 1)。
使用20范围内的加法和减法来解决涉及添加,从,放在一起,分解,分解和比较所有位置的情况的情况问题,例如,使用对象,图纸和方程式使用符号...
应用属性的操作作为广告的策略d and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 ...
将减法理解是一个未知的瘾问题。例如,通过查找添加到8时的数字来减去10-8。
在20之内添加和减法, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - ...
10可以被认为是十捆的十束 - 称为“十”。
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
在100范围内添加,包括添加两个数字和一个数字的数字,并使用基于位置价值,操作的属性和/或使用具体模型或图纸和策略添加两个数字和10个数字。关系b ...
向前和向后计至至少20个,没有物体;
Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;
计算一组至少20个对象,并证明最后一个数字说明了集合中的对象的数量,无论其排列或顺序如何;
使用混凝土和绘画模型生成一个集合,该模型代表一个数字,该数字大于,小于和等于给定的数字,最高为20;
Generate a number that is one more than or one less than another number up to at least 20;
Compare sets of objects up to at least 20 in each set using comparative language;
使用比较语言描述两个数字最多显示为书面数字;和
与物体和图片最多构成和分解10个数字。
建模加入以表示加法的作用和分离以表示减法的作用;
使用对象和图纸解决单词问题,以查找多达10个总和10的总和。和
Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.
使用混凝土和绘画模型以多种方式构成和分解数字多达120个数字,这是数百个,如此多的数十个和如此多的数字;
使用具体和图形模型来确定最高99的问题的倍数和10位数字的总和;
使用对象和绘画模型来解决涉及连接,分离和比较20中的集合和未知组作为问题中的任何一个术语,例如2 + 4 = [];3 + [] = 7;5 = [] -3;
Compose 10 with two or more addends with and without concrete objects;
应用基本的事实策略在20之内添加和减法,包括制作10个并分解导致10的数字;
解释用于解决加法和减法问题的策略,最多可以使用口语单词,对象,图形模型和数字句子;和
当给出一个数字句子时,涉及20之内的数字或减法时,生成和解决问题情况。
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Solve a multi-step problem and explain the mathematical reasoning behind the process with this simple worksheet.
Practice the “near doubles” addition strategy to solve addition problems to 20.
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